Remote Learning (21-23 July)
20 Jul 2021
Home-School Work (w.c. 19/7/21)
18 Jul 2021
Home-School Work (w.c. 12/7/21)
09 Jul 2021
Home-School Work (w.c. 5/7/21)
02 Jul 2021
Home-School Work (w.c. 28/6/21)
25 Jun 2021
Home-School Work (w.c. 21/6/21)
20 Jun 2021
Home-School Work (w.c. 14/6/21)
13 Jun 2021
Home-School Work (w.c. 7/6/21)
06 Jun 2021
Home-School Work (w.c. 24/5/21)
21 May 2021
Home-School Work (w.c. 17/5/21)
13 May 2021
Home-School Work (w.c. 10/5/21)
09 May 2021
Home-School Work (w.c. 4/5/21)
30 Apr 2021
Home-School Work (w.c. 26/4/21)
22 Apr 2021
Home-School Work (w.c. 19/4/21)
18 Apr 2021
Home-School Work (w.c. 12/4/21)
11 Apr 2021
Home-School Work (w.c. 15/3/21)
19 Mar 2021
Home-School Work (w.c. 15/3/21)
12 Mar 2021
Home-School Work (w.c. 8/3/21)
03 Mar 2021
English & Maths Remote Learning (w.c. 1/3/21)
22 Feb 2021
Wider Curriculum Remote Learning (w.c. 1/3/21)
22 Feb 2021
English & Maths Remote Learning (w.c. 22/2/21)
08 Feb 2021
Wider Curriculum Remote Learning (w.c. 22/2/21)
08 Feb 2021
English & Maths Remote Learning (w.c. 8/2/21)
01 Feb 2021
Wider Curriculum Remote Learning (w.c. 8/2/21)
01 Feb 2021
English & Maths Remote Learning (w.c. 1/2/21)
25 Jan 2021
Wider Curriculum Remote Learning (w.c. 1/2/21)
25 Jan 2021
English & Maths Remote Learning (w.c. 25/1/21)
18 Jan 2021
Wider Curriculum Remote Learning (w.c. 25/1/21)
18 Jan 2021
English & Maths Remote Learning (w.c. 18/1/21)
15 Jan 2021
Wider Curriculum Remote Learning (w.c. 18/1/21)
12 Jan 2021
Home-School Work (w.c. 11/1/21)
09 Jan 2021
Home-School Work (w.c. 5/1/21)
05 Jan 2021
Mrs Parker's Science W/C: 5th January 2021
Mrs Parker
05 Jan 2021
Class Newsletters
21 Sep 2020
Welcome New Giants!
14 Sep 2020


ARCHIVE
 

Home-School Work (w.c. 15.6.20)

09 Jun 2020

Hello Giants!

I'm so pleased to hear that you had lots of fun with the work last week!! We have some more fun things ahead in this week's tasks. Poetry, directions and things related to the oceans - you guys must have read my mind as I know some of you have already been practising in your own time! 

You're all still doing so well with your home learning. I'm very proud of the effort you're all still putting in, even after such a long time. It's lovely to see work coming through with such beautiful handwriting, great ideas and lots of thought put into it. Thank you - you are all superstars!

Hope you've all had a wonderful weekend and enjoy this week's learning! 

Love Miss Daniel  :) 

 

Literacy: The Lorax

Link to the story: The Lorax Read Aloud (YouTube)

1. Learning Objective: To understand the moral of the story
A moral is a lesson that a story teaches us. The Lorax is a fun story but it has a very important moral about the environment and looking after our world. Look at the questions below and think or talk about the answers, you don't have to write the answers to each one. When you've finished talking, write the title 'What Is The Moral Of The Lorax?' and use your ideas to write a short paragraph to summarise what you think the story is trying to teach us.

Questions About The Moral


2. Learning Objective: To choose words to create positive and negative imagery

The last task helped us to start thinking about how Dr Seuss chose words, pictures and colours to show contrast between the environment before and after the factories. 'Showing contrast' means making two things sounds completely different. He does this to show what a huge and unpleasant change the factories caused to the land. Have a look at the two word mats below:

Before The Factories (Word Mat)             After The Factories (Word Mat)

Use the word mats to practise picking nouns (objects) and verbs (doing words) that go together well to describe what is happening in both sets of pictures, e.g. barbaloots frisking, Gluppity Glup spluttering. You can think of your own words too if you are confident! Write your favourite combinations in a list in your book, or use them to label the pictures at the top of each word mat.

Extension (optional): Can you add an adverb onto your word combinations? e.g. Gluppity Glup bubbling angrily, barbaloots frisking joyfully.

List of Adverbs
 

3. Learning Objective: To write a descriptive poem to show contrast
Our final task is to write a poem to show the contrast between the Lorax's land before and after the factories. Your poem has 2 main aims:

1) Be as descriptive as possible to create 2 very different images in the reader's head. The first section should be a really beautiful, positive image and the second section should be a really sad, negative image.

2) Make your reader feel sad about what happened so that they want to help care for the environment in the future.

You can use the word mats from the last task to help you. At the end of each word mat there are lots of conjunctions - words that you can use to extend your lines for your poem, e.g. Barbaloots frisking happily under the shade of the Truffula Trees. 

Example         Positive Word Mat         Negative Word Mat     

Writing Frame   (you can use this, or do your poem over a double page in your book - decorating one page with positive pictures/colours and the other page with negative pictures/colours)
 

4. Extra Learning Tasks (optional)
- Create your own Truffula Trees to decorate your poem using these instructions!

- "Unless someone like you cares a whole awful lot, nothing is going to get better. It's not". This quote is very powerful and makes us realise we have a responsibility to stop things like this happening to our own Earth. Can you make a poster, video, presentation or something else based around this quote to tell us some ways that we can care for the environment? This video has some ideas to get you started.

 


Maths – Shape
If you would like any additional input or activities for these Maths sessions, the content on the BBC Bitesize home learning website now matches up perfectly with the White Rose learning objectives (Monday on Bitesize is Lesson 1, Tuesday is Lesson 2, etc). 

* For some reason, there are lots more sheets than normal this week! Please do not feel you need to do them all, feel free to pick and choose the questions that work for your child. I'd suggest that if your child isn't confident with shape, stick to the first questions from each set and focus on counting shape parts accurately and trying to remember these key facts. If your child is already confident with this, focus more on the challenging problem solving questions at the end of each set - there's some really difficult ones that make links between times tables knowledge and shape properties, which are great for developing higher level link-making skills *
 

1. Learning Objective: To count sides and vertices on a 2D shape        (old learning)
Video (Lesson 1)    Worksheet      Answers

Key Learning/Tips
- 2D shapes are 'flat' shapes. You can draw their edges 2 ways: side-to-side or up-and-down or any direction in between. You can't come out of the page.
- Tri' means 3, like a 'triceratops' has 3 horns and a 'tricycle' has 3 wheels.
- 'Hex' and 'six' both have an 'x' sound in them. We remember this to stop us mixing up hexagons and pentagons.
- 'Vertices' is a posh word for 'corners'. 
- When counting sides or vertices, mark the sides you've counted so you don't count them twice.


2. Learning Objective: To count faces, edges and vertices on 3D shapes           (old learning but lots of challenging new problems)
Video (Lesson 2)      Worksheet      Answers

Key Learning/Tips
- 3D shapes are 'pop-up' shapes. You can draw their edges 3 ways: side-to-side, up-and-down, or coming out of the page. 
- It is hard to work with 3D shapes based upon an image on paper/screen as you can't see all the way around it. It would be helpful if the children could work with objects that match the shapes you are looking at so they can see them in 3D and count things physically (e.g. a ball for a sphere, a can for a cylinder).
- We wouldn't usually expect children to solve the problem-solving questions without the shapes in front of them to handle and explore, and some of these are extrememly challenging, so don't worry if they are tricky or you need to miss some out. 
 

3. Learning Objective: To sort 2D and 3D shapes     (old learning)
Video (Lesson 3)    Worksheet    Answers

Key Learning/Tips
- Remember, shapes don't have to be 'regular' so all the sides don't have to be the same length to make it a triangle, pentagon etc.
- Shapes might be sorted based upon properties (e.g. types of edge) rather than their names (Q2).
- When sorting 3D shapes, there's a lot of focus on whether they have flat or curved faces.
- To extend thinking, it would be useful to ask your child if there are other ways of grouping the shapes on the last question (e.g. curved face/no curved face, prisms/not prisms, triangular face/no triangular face).


4. Learning Objective: To make patterns with 2D and 3D shapes      (old learning, nice and easy)
Video (Lesson 4)      Worksheet      Answers

Key Learning/Tips
- We encourage the children to say the pattern aloud to help them memorise it.
- Always check you answer when you've added missing parts; read aloud to check it 'sounds right'.
- You could explore Q3 deeper using times tables, e.g. "Every 3rd shape is a square so every multiple of 3 will be a square - what other numbers in the pattern will have a square?" etc.


 

5. Extra Learning Tasks (optional)
- Play one of these games to practise using your shape knowledge:

Shape Pattern Train - Complete the pattern on the train.
Tangrams - Explore how shapes rotate and fit together to make a picture.
3D Shape Venn Diagrams - Sort 3D shapes according to their properties.
3D Shape Carroll Diagrams - A good extension task as we haven't done Carroll Diagrams before - here's an explanation of how they work. Choose 2 properties to sort by in the game. When sorting, pick the correct column from the categories at the top and the correct row from categories at the side, then match them up to find the correct section of the table for your shape.


- Solve a set of questions from our Fluency list (choose Red, Amber, Green or GO - or more if you want!)

Fluency 15.6.20 (2 new slides)         Parents' Guide to Methods  


 


Science: Making Links

Learning Objective: To compare materials to solve a real life problem
Watch this video to learn about the history of straws and the impacts they now have upon the Earth. There's more videos here if you want to learn even more:

Video: Kids On A Mission To Ban Plastic Straws (Newsround)
Video: How Little Plastic Straws Are Wrecking Our Oceans       
Video: How Can We Keep Plastic Out Of The Ocean? (National Geographic)

To try and cut down on single-use plastic straws, there are many alternative straws we can use now, including paper, silicone and metal. Each type has pros (good points) and cons (bad points). Choose at least 3 different types of straw and do some investigating to find out pros and cons for each type. You might want to research online, look at pictures, talk to your adults or - even better - get hold of some of the straws and do some real life tests on them. Here are some things you might want to think about or test:

Price: How much do they cost? Is it expensive or cheap to buy one straw? Will you just buy one or will you need to keep buying them?
Strength and Durability: How strong are they? Can you re-use them? Will they break easily? What happens when they get wet?
Flexibility: Can you bend them? Do you prefer straws that bend or not? Can you fold them up to put in your bag?
Looks: Are they attractive looking? Can you get them in cool colours and patterns? Does this matter to you?
Health and Safety: Can they break easily? Could they be sharp if they break? Are they sensible for young children? Can you wash them?
Disposal (throwing them away): Can you recycle them? Will they break down in the ground? 


You can present your findings in any way you like. Whichever you choose, finish by writing a couple of sentences to say which one you would choose and why. Ideas:

- Draw yourself a table and fill in notes about each category. 
- Make a poster like the 'alternative straws' link above with pictures and bullet points about each type.
- Write a short paragraph about each straw to explain what's good and bad about it. 
- Draw each straw in the middle of a spider diagram and add 'legs' for the information you found.


Optional Extra Activities: 
- Imagine you are a sea turtle or another ocean creature. Write a letter to 'humans' to explain why you need them to stop using plastic straws.
- Write some instructions or make a poster to show younger children what they can do instead of using plastic straws.
- Instead of throwing plastic straws away, use them to make some of these craft ideas!
- 'Plastic Sucks!' is a brilliant book to learn more. You can access some of the pages on Google Books.
- Enjoy some fun ocean-themed activities from World Oceans Day - thank you Orla and family for the recommendation! :)
 


Theme (Geography): Local Area/Mapping

Learning Objective: To design my own fictional map
This week, we are going to create a map of our own 'Autobiography Island' - have a look at these examples. An autobiography is a book all about your life, and an 'Autobiography Island' is an island that represents you and all the special things in your life. Follow these instructions to create a map of your very own Autobiography Island. 

Optional Extra Activities: 
- Write a plan for a fun day out visiting your autobiography island, explaining what you will do at each time of the day. Plan a route to each part of the island and use compass directions to tell people which way to go for the next one.   
- Decide in your head a secret location to bury some treasure on your island - don't tell anyone where it is! Choose a starting point and then write a set of instructions to guide someone to your treasure. Use compass directions and landmarks to help. See if someone can follow your directions carefully and find the treasure.   
- Write a story set on your island, describing some fun adventures you would have if you got stranded on the island...

 


Art/DT

Learning Objective: To understand how colour and weather can affect your feelings about an image
Think about how Dr Seuss used colours in The Lorax to change your feelings about the land. You see this in many books and films too - have you  noticed it often gets dark and stormy when something bad is happening? Colours and weather are often used by artists to help change the feelings of an image - look at these examples:

Positive FeelingsUsually bright and warm colours (e.g. yellow, red, bright greens and blues) and pleasant weather such as sunshine.
Negative FeelingsUsually dull, dark and cold colours (e.g. dark blues, grey, black) and unpleasant weather such as rain and storms.

Draw a large picture of something personal to you, using any media you like (e.g. paint, pencil) - it could be a self-portrait, your house or a view from your window, for example. Split the picture down the middle with a line. Colour in one half using colours and weather features to create positive feelings, and the other half to create negative feelings. Try to create as much contrast as you can. Can you see that the same picture gives very different feelings depending on the colour and weather that you use?

 

Computing

Learning Objective: To program directions into a robot
Use the BeeBot simulator to program the BeeBot (bee robot) to spell your name, or a word of your choice. You can explore other maps on here too so have lots of fun! Use the arrows at the side to program in your instructions and press 'GO' when you are ready to test them. Here are a few tips to help you:

- Add 1 or 2 instructions at a time and TEST IT before adding more. Don't try do them all in one go. This makes it easier to spot mistakes.
- Remember to move your robot back to the starting position (click the home button) after you've tested your instructions so it starts from the same place each time you add or edit instructions.
- The arrow buttons are to TURN the robot in that direction, NOT to move left and right.
- The robot can only move forwards or backwards so, to travel left or right, you need to turn it round and then move it forwards. 
- When deciding which way to turn the robot, turn/tilt your head to face the same way as the robot. This will make it easier to visualise whether you need to turn clockwise or anticlockwise.


PE
Complete 2 activities from any of the following resource areas:

Youth Sport Trust - PE games and activities

Go Noodle Good Energy - Fun videos to exercise and dance along with

PE Planning: PE at Home - Lots of fun PE activities to do at home

Joe Wicks YouTube - A new 'PE With Joe' session added every day!

Harrogate School Sports Partnership - Lots of resources for home mindfulness and keeping active

 

 
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